The Impact of Digital Literacy on EFL Teaching Effectiveness Case Study of English Language Teachers at Laghouat University

Abstract

In a time when technology continues to rule, educators are feeling more and more pressure to integrate digital literacy into their lesson plans. Teachers may empower themselves to create lively, welcoming, and future-ready learning environments that encourage students' imagination, critical thinking, and digital fluency by adopting digital literacy. Therefore, the present study was conducted to investigate teacher's attitude towards digital literacy in English as Foreign Language at the University of Ammar Thelidji. The main objectives include pinpointing the effectiveness of using digital literacy and online applications as new tools to empower education and to examine the relationship between digital adoption and teachers’ academic achievement. In this study, one research instrument was used, a questionnaire with teachers. The findings corroborated the hypothesis which stated that EFL teachers develop positive attitude towards digital literacy in class since it enables teachers to be more engaged and communicate with their students in new and significant methods. Overall, this descriptive analytical study's findings are consistent with the hypothesis that digital literacy is similar to flipping a coin. On the one hand, the introduction of digital literacy tools into the classroom has excited some teachers, who see them as useful resources that improve student engagement and speed up learning. Some, on the other hand, continue to doubt their efficacy and express concern about possible negative effects such excessive reliance on technology, distraction, and unequal access for students.